Photo: Iakov Filimonov / Rusmediabank.ru
Mom and Dad are the first people who help the baby to adapt in a new world for him. Providing shelter and warmth, feeding on time, creating cleanliness and comfort around - this is only a small fraction of parental responsibilities, because the family plays a much larger role in the development of the child, in the formation of him as a full-fledged personality.
It is important for any child that parents accept and love him for who he is. With a small nose, slightly slanted eyes, capricious, that is, anyone. Unconditional love is the basis due to which a person develops adequate self-esteem, patience and respect for others, life crises are easier to bear, and life itself seems to be an exciting journey.
Mom's role
From a psychological point of view, the most important task of a mother is to give the child a sense of security from the first days of life. This sensation appears in the baby when he is next to her, on her arms, when the mother puts him to her breast. The heartbeat of the baby calms down, breathing becomes more even. The child feels that everything will be fine, no one will offend him. The child's perception of the world as a whole depends on how the mother performs this task - whether it is worth trusting him or not.
Usually, even before the baby is born, parents strive to fill the nursery with toys, not even realizing that the most important “toy” for him at first will be his mother. She will take the baby in her arms, show and tell about what surrounds him, introduce him to the world of tactile sensations through stroking, make funny faces and walk with him, and sing a lullaby at night, introducing the child to the world of sounds. It is these simple and varied actions that help the new man fully develop mentally.
Dad's role
Many men believe that they cannot give their baby what mom gives. Of course, the role of the mother in the child's life is different, but this does not mean that the father should wait on the sidelines for the moment when the son or daughter grows up and it will be possible to take up their development and upbringing.
The formation of the value system of children rests on men's shoulders. It is the dads who manage to intelligibly explain what is “good and what is bad”, tell the child what actions are worth doing and what not. Dad is able to bring up a responsible and disciplined person.
At an early stage of a child's development, one of the main functions of a father is his acquaintance with the world, with society. Who will let the kid ride a horse? Who will let you go down the hill for the first time and allow you to run in a puddle? Who better to tell you how to behave with children on the playground, how to properly cross the road? Of course, dad.
Role of grandparents
At all times, grandparents have been invaluable helpers for young parents. Many years of experience in caring for and upbringing turns out to be very invaluable, since all the subtleties will not be told in courses and will not be written in books.
The main task of the older generation is the transfer of knowledge and experience. When grandmothers and grandchildren communicate, tribal relations are established, children learn that their parents also have parents, those, in turn, had their own parents, and so on. Basically, only thanks to the older generation is the continuity of generations created.
In addition, the presence of an extended family creates a wider social circle for the child, because it is the grandparents who can be entrusted with the newborn.
The psychological atmosphere in the family
Any parent understands that scandals and scandals in the family leave a negative imprint on the personality of a growing person. This happens because a child is characterized by a special impressionability, and since his family is a whole world for him, everything that happens in it becomes a personal experience.
It is not uncommon for a baby's behavior to change dramatically, although there is no apparent reason for this. He may become more moody, stop eating well, sleep more restlessly, or even get sick. Naturally, mom and dad are trying to help the baby in all sorts of ways, looking for reasons, without even thinking that it was their conflict relationship, disagreements that could be the source of such changes in the baby's behavior. The child is not able to say in words what worries him. He expresses his emotions, experiences through a change in habitual behavior, illness. That is why good and loving relationship between parents.
For the formation of a full-fledged member of society, capable of regulating his emotional life, for the development of adequate self-esteem in him, which is necessary for raising his own children in the future, an adult who loves and understands him must constantly be near the child. It is obvious that such close, and most importantly, constant contact is possible only in the family.
The development of a child, his socialization, transformation into a "social person" begins with communication with people close to him. Directly - the emotional communication of the child with the mother is the first type of his activity, in which he acts as a subject of communication.
All further development of the child depends on what place he occupies in the system of human relations, in the system of communication.
The development of a child directly depends on who he communicates with, what is the circle and nature of his communication.
Children’s need for communication does not appear automatically. It is formed gradually, depending on the conditions of existence, on the influence of the people around, first of all - close adults.
A smile, a nod of the head, a word, a gesture or a haughty glance, a cry - replace the feeling of some contacts. Lack of emotional contact always negatively affects the child's cash flow. Lack of attention by parents to the feelings and needs of the child hinders his healthy development.
In the first sensations from positive or negative contacts, children begin to catch messages about themselves, about their value. The first feelings of children for themselves remain the most powerful force in their personal development, significantly influencing the psychological positions that children take, the roles they play.
In the first 5 years, the most important thing is formed in a person - the structure of the personality. During this period, the child is especially vulnerable; physically, socially, emotionally dependent on the family, in which his needs are fully or partially satisfied. The experience of relationships with them serves as a school of social communication for the child.
Lack of emotional communication deprives the child of the opportunity to independently navigate in the direction and nature of the emotional relationships of the surrounding adults and, in its extreme forms, can even lead to fear of communication.
Since an adult begins to communicate with a child when he is not yet capable of communicative activity, his behavior is the main example in communication with other people.
Statistics show that in those families where there was a close and warm relationship between mother and child, children grow up independent and active. In those families where there was a lack of emotional contact in early age child, in adolescence children were distinguished by isolation and aggressiveness.
In communication with children and adults, the child masters the norms and rules of behavior, relationships, understands their expediency and necessity.
Relationships with adults should be trusting, benevolent, but not equal. The child understands: he still does not know a lot, does not know how; an adult is educated, experienced, so you need to listen to his advice and words. However, at the same time, the child sees that adults are not always right, that the behavior of many does not at all correspond to moral principles. The child learns to distinguish between good and bad. Any manifestation of creativity, initiative, independence is supported. In the family, the child learns to express his opinion, has the right to argue, prove, reason.
Whatever the child, he needs the recognition of his individuality and the support of loving parents.
Intra-family relations play a special role in the formation of personality.
Intrafamily relations have such inherent relatively independent characteristics that make family upbringing the most adequate form of upbringing, especially at an early age. This is achieved by the fact that intra-family relations presuppose direct contact between individuals, in contrast to other social relations, the subjects of which can be separated by spatial and temporal intervals.
According to numerous observations, factors influencing family relationships and, consequently, the formation and formation of the child's personality are:
The composition of the family and its structure, the nature of the relationship in it, especially between father and mother;
Coordination of family roles and support by family members of the prevailing order in the house and established norms;
Educational level of parents, compatibility and general psychological atmosphere in the family;
The attitude of the mother and father towards children, their influence.
Models of behavior are primarily the adults themselves, their actions, relationships. Children are known to be distinguished by their ability to imitate. They adopt the manners of an adult, borrow from them their assessment of other people: whom to love, whom to avoid, with whom to reckon more or less, to whom to express their sympathy or antipathy.
After the emergence of an emotional attitude to oneself and primary identification with one's gender, the child develops a new, socially necessary education - the desire to meet the requirements of adults, the desire to be recognized. The positive side of this aspiration is moral sense or conscience.
The moral formation of the personality is organized by the knowledge that the child receives, the moral habits of behavior with other people, the emotional experiences of his success or failure in relationships with others.
For the formation of strong spiritual contacts between parents and children, a high level of mutual awareness between them, trust and respect for each other, mutual understanding, a friendly style of communication and an adequate and positive assessment of the child by the parents are required.
The absence of these conditions leads to many deviations in the development of personality: low social activity, negative forms of behavior, irritability, depressed mood, deform self-esteem and sex-role behavior.
If adults negatively assess the actions or results of the activities of children, then the latter may develop inferiority complex... In this situation, the child becomes lack of initiative, is afraid to do something wrong, feels insecure in his own strength.
On the contrary, if parents approve of their child's actions, if they act in concert, the child feels confident in his abilities and in adults close to him, is not afraid to take initiative, at the same time he learns to manage his actions and deeds in accordance with moral standards.
The less warmth and affection a child receives, the slower he forms as a person. Even insufficient attention, a low frequency of communication between parents and children (hypo-care) often cause sensory hunger in children, underdevelopment of higher feelings, and infantilism of the personality.
This can lead to a lag in the development of intelligence, poor school performance, and mental health problems. Since the child's mind is prone to one-sided conclusions and generalizations due to limited life experience, the child has a distorted judgment about people.
Trying to somehow adapt to a difficult situation, to avoid the cruelty of their elders, children are forced to resort to vicious means of self-defense:lies, cunning, hypocrisy. This also often explains the cases of unmotivated cruelty, and the aggressive behavior of some children.
6.Family as a social institution
The family as the most ancient institution of human society has passed a difficult path of development - from tribal forms of community, when a person alone could not survive at all, through a large family that united several generations under one roof, to a nuclear family consisting only of parents and children.
From time immemorial, there have been traditional functions of the family.
The family was an economic unit, and from this point of view, living in a family was simply necessary. A person without a family was considered offended by fate and God. The family was held together by the greatest moral authority. This authority was usually enjoyed by the traditional head of the family. Therefore, the children respected and obeyed even a weak-willed father, the not very successful husband enjoyed women's trust, the unspoken, self-evident seniority from the father was transferred to the not very intelligent son. The severity of family relations came from traditional moral attitudes.
Today, the first thing that distinguishes modern family -new structure. The urban family, as a rule, is small in number - one or two generations. The psychological center has shifted in it: if earlier everything was based on kinship relationships, the strongest were the ties between children and parents, now it is mainly on marital relationships, and parental relationships (although their significance is very great) have receded into the background.
However, in large cities more than 50% of marriages break up. Moreover, more than one-third of the families that broke up together lasted from several weeks to 4 years, i.e. not for long. Instability leads to the growth of single-parent families, reduces parental authority, and affects the health of adults and children.
To the phenomenon of family instability, one should add its disorganization, i.e. an increase in the number of so-called conflict families, where the husband and wife live in constant conflict, and raising children in an atmosphere of quarrels and scandals leaves much to be desired. These factors can also include the new social status of women, her economic and social independence.
Research by scientists of the picture of real existing family types allowed to highlight:
Patriarchal-modernized,
Detocentric,
Spousal,
Maternal and
· Incomplete types of families.
Patriarchal-modernized type of family: characterized by the relative preservation of the form of domination and intrafamilial relations characteristic of the patriarchal type of family with strict regulation of role strategies under male power; this type of family is focused on middle and large children.
Child-centric family type: has a highly developed system of moral, material psychological care for the older generation of the younger; parents have an exaggerated sense of duty towards their children, which leads to serious negative consequences (slowing down the formation of the child's personality, interpersonal alienation between parents and children, etc.); the family is focused on having few children.
Marital type of family: relations are mainly determined not by kinship, not by parenthood, but by marriage, with the obligatory emphasis on personal aspects; mutual support and interest of all family members of this type in the fate of each create optimal conditions for harmonious activities within the family; parent-child relationships are based on the principles of mutual respect and friendship.
Maternal type of family: as a celibate form of the family, it is characterized by a child-centered orientation, since it is created by a woman in the name of a child.
Incomplete family type: as a splinter of a traditional, child-centered, married family.
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MINISTRY OF BRANCH OF RUSSIA
Federal State Budgetary Educational Institution of Higher Professional Education
"Udmurt State University"
Branch of the federal state budget educational institution higher professional education
"Udmurt State University" in the city of Votkinsk
(branch of FGBOU VPO "UdGU" in Votkinsk)
Test
on the course "Development Psychology"
topic: "The role of the family in the development of the child"
Checked by the teacher:
Novgorodova Yu.O.
Completed by a student
Kulikova Elvira Mudarisovna
Votkinsk 2012
FROMobsession
Introduction
1. Influence of the family on the development of the child
2. Parental love
4. Role of mother and father in child development
6. Classification of styles of parenting behavior
Conclusion
INconducting
As a rule, the family has the greatest influence in the early stages of the personality development process. Child development and assistance cannot be torn away from the realities of modern life. The relationship between parents is always closely related to the nature of the relationship between the parents themselves, the lifestyle of the family, health, well-being, and its happiness.
The family for the child is the place of birth and the main habitat. In his family he has close people who understand him and accept him as he is - healthy or sick, kind or not very good, docile or prickly and impudent ... - he is his own there.
It is in the family that the first steps are taken to educate the future person, to instill in him certain qualities, ideas and views. In the family, the child receives the basics of knowledge about the world around him, and with the high cultural and educational potential of the parents, he continues to receive not only the basics, but the culture itself all his life. The family is a certain moral and psychological climate, it is a school of relationships between people for a child.
What the child acquires in the family in childhood, he retains throughout his subsequent life. It is in the family that ideas about good and evil, about decency, about a respectful attitude towards material and spiritual values \u200b\u200bare formed.
However, the family is fraught with certain difficulties, contradictions and disadvantages of educational influence. And no other social institution can potentially do as much harm in raising children as a family can. Based on the specifics of the family as a personal environment for the development of the child's personality, the question arises of how to do so in order to maximize the positive and minimize the negative effects of the family on the upbringing of the child.
1. INefflorescencefamilies in child development
It is known that a person acquires value for society only when he becomes a person, and this formation requires constant purposeful, systematic impact.
It is the family with its constant and natural character of influence that has a decisive impact on the formation of character traits, attitudes, beliefs, worldview of the child.
Therefore, the educational function of the family is one of its most important functions.
In general, we can conclude that the tasks of the family:
Create maximum conditions for the growth and development of the individual,
Provide social, economic and psychological protection of a person,
To convey the experience of creating and maintaining a family, raising children in it and attitudes towards elders,
To teach children useful applied skills and abilities aimed at self-service and helping loved ones,
To cultivate self-esteem, the value of one's own "I".
Within the framework of the family, a special type of education is carried out - family education. Family education is a system of interaction that develops between parents, their children and other relatives, in the process of which experience is transmitted, education and all-round personality formation (Radugin A.A.).
The very life in the family teaches the preschooler, and then the schoolchild, very, very much. Since family education is inconceivable without parental love for children and the reciprocal feelings of children for their parents, it is more emotional in nature than any other upbringing. Family brings people together different ages, gender, often with different professional interests. This allows the child to show their emotional and intellectual capabilities to the fullest.
A characteristic feature of the educational influence of the family on children is its stability. Usually, the correct attitude of parents towards raising children early and preschool age then positively affects their educational, labor and social activity. Conversely, insufficient attention of parents to raising children younger age negatively affects their social activity even when they are already in school.
The family has an active influence on the development of spiritual culture, on the social orientation of the individual, on the motives of behavior. Being for the child a micro-model of society, the family is the most important factor in the development of a system of social attitudes and the formation of life plans.
Based on the above, we can conclude that family education should be based on the following principles:
§ love, humanity and mercy for the child,
§ constant attention and care for a growing person,
§ involving children in the life of the family as its equal participants,
§ openness and trust in relations with children,
§ consistency in their requirements,
§ providing all possible assistance to the child, willingness to answer all his questions.
2. Parental love
Parents are the most important subject of human upbringing. It is no coincidence that we mentally address our parents, especially our mother, in a difficult moment of life. The specificity of feelings arising between children and parents is mainly determined by the fact that parental care is necessary to support the child's very life. The need for parental love is truly a vital need for a small human being. Moreover, if in the first years of life, love for parents ensures their own life and safety, then as they grow up, parental love more and more fulfills the function of maintaining and safeguarding the inner, emotional and psychological world of a person.
That is why the first and main task of parents is to create confidence in the child that he is loved and cared for (Radugin A.A.).
And, nevertheless, the emphasis on the need to create confidence in parental love in a child is dictated by a number of circumstances. It is not so rare that children, having matured, part with their parents. They part in a psychological, spiritual sense, when emotional ties with the closest people are lost.
Psychologists have proven that parents who do not love their children are often behind the tragedy of teenage alcoholism and teenage drug addiction.
The main requirement for family education is the requirement for love. But here it is very important to understand - it is necessary for the child to feel, understand, be sure that he is loved, be filled with this feeling of love, no matter what difficulties, collisions and conflicts arise in his relations with parents or in relation to spouses with each other (Radugin A.A.).
Only if the child is confident in parental love and the correct formation of a person's personality is possible, only on the basis of love can moral behavior be cultivated, only love can teach love.
The emotional attitude of the parents towards the child is qualified as a phenomenon of parental love. In the continuum of values \u200b\u200bof the emotional attitude of parents to a child, several variants of relationships can be distinguished - from an unconditionally positive to an openly negative pole:
unconditional emotional acceptance of the child (love and affection "no matter what").
Unconditional acceptance implies the differentiation by the parents of the child's personality and behavior.
Negative assessment and condemnation by parents of specific actions and actions of the child does not entail a denial of his emotional significance and a decrease in the intrinsic value of his personality for the parents.
This type of emotional relationship is most favorable for the development of the child's personality, since it ensures full satisfaction of the child's needs for safety, love, and care.
Conditional emotional acceptance (love conditioned by achievements, merits, behavior of the child). In this case, the child must deserve with his successes, exemplary behavior, fulfillment of requirements. Love acts as a blessing, a reward that is not given by itself, but requires work and effort. Deprivation of parental love is a fairly common form of punishment in such cases. This type of parenting relationship provokes anxiety and uncertainty in the child.
Ambivalent emotional attitude towards the child (a combination of positive and negative feelings of hostility and love).
Indifferent attitude (indifference, emotional coldness, distance, low empathy). This position is based on the unformed maternal position, infantilism and personal immaturity of the parents themselves).
Latent emotional rejection (ignoring, emotionally negative attitude towards the child).
Open emotional rejection of the child.
3. Roles mmother and father in child development
Parents perform a variety of educational tasks, replacing and complementing each other. Complementarity is associated with the specifics of the performance of male and female social roles in family.
The development of the child's emotional sphere, the upbringing of his moral and ethical qualities depends, first of all, on the female role of the mother. In the family, it is the woman-mother who creates the emotional climate, meets the daily needs of children, and teaches them to family traditions.
The mother in her behavior should demonstrate purely feminine traits - gentleness, tolerance, kindness, the ability to emotional support and empathy, and the father - such traits as energy, self-confidence, strength, intelligence, efficiency.
Children in such a family easily master the models of male and female behavior, crises of psycho-sexual development go through painlessly. The "first man" in the girl's life is her father. It is with him that she will compare the behavior of her friends, groom, husband. For a boy, the "first woman" is his mother. A mother who allows herself to physically punish the child, suppresses him emotionally, rigidly indicates what and how to do, forms a distorted idea of \u200b\u200bwomen in general in the child. In the future, it will be difficult for him to find a life partner for himself, since his behavior contains dependence, the desire to obey, and lack of initiative.
Father's role in the process family education specific. E. Fromm, analyzing the psychology of paternity, emphasizes that the father presents the world to the child, thoughts, things created by human labor, law, order and discipline. Fromm argues that a child needs a father throughout its development. Fathers are the primary educators of discipline and independence. A father is a source of safety for a child. The role of a father who actively communicates with children and has authority with them is irreplaceable.
The absence of a man in the family has a negative impact on the development of the child (especially the boy). According to L.A. Grigorovich and Martsinkovskaya T.D. this can manifest itself in the following:
• in violation of the harmonious development of the intellectual sphere (mathematical, spatial, analytical abilities of the child suffer due to the verbal abilities);
· In a less clear process of gender identification of boys and girls;
· In the difficulty of teaching adolescents to communicate with the opposite sex;
· In possible excessive attachment to the mother, since there is no family member who could “tear the child away from the mother”.
Also, the child may develop guilt and inferiority complexes due to the mother's wrong behavior during the divorce period (the child may decide that it is he who is the reason for the father's departure from the family).
The first five years of life play a decisive role in the development of masculine traits in a boy and feminine traits in a girl. Boys raised by the same mother may either develop "feminine" character traits, such as high dependence, preference for games and activities traditionally characteristic of girls, or, on the contrary, the development of "compensatory masculinity", which is characterized by a combination of exaggerated "masculine" behavior addicted, often seen in young criminals. Girls who lost their fathers in childhood show uncertainty in communicating with men, they have not formed a "female" behavior.
Psychoanalysts have also described the importance of feelings of love and hate towards parents for the overall development of a child.
Children aged 3 - 5 years begin to experience sexual affection for adults, and above all for their parents, and the child strives for the parent of the opposite sex. Z. Freud called such attachments: Oedipus complex - in boys and Electra complex - in girls.
For normal development, any person needs both a father's and maternal love... He needs a fair assessment of his dignity, he also needs unconditional acceptance and understanding. Any shift towards the predominance of one type of love - paternal or maternal - leads, as a rule, to a violation of behavior.
The father and mother must have authority in the eyes of the child. The meaning of authority lies in the fact that it does not require proof, but is accepted as an undoubted dignity of an elder, as his strength and value, visible to a simple child's eye.
The authority of parents is the high importance and recognition of the personal qualities and life experience of the father and mother in the eyes of children and the power of parental influence on their actions and behavior based on this: obedience and compliance by children with the instructions or advice of parents, carried out not out of fear of them or material interest , but recognizing their fairness and appropriateness.
They strive to be obeyed - that is their goal. This is actually a false goal.
· The authority of love - the desire to show your love for the child on a daily basis and everywhere and the expectation of a demonstration of the child's love for them; the authority of kindness - excessive gentleness, kindness, compliance in relation to the child;
True parental authority, according to Makarenko, is based on the example of the life and work of parents, their behavior, knowledge of the life of their children and the desire to come to their aid unobtrusively, not annoyingly, without tiring, giving them the opportunity to independently get out of a difficult situation, forming their character.
5. Classification parenting styles
One of critical factors, forming a harmoniously developed personality of the child, are the educational positions of the parents, which determine the general style of education. The parental upbringing position is the nature of the emotional relationship of the father and mother to the child. There are the following main types of parent-child relationships in terms of the distance between them.
1. "Optimal distance" ("respect").
Emotionally balanced attitude towards the child (the optimal style of behavior of the parents): the parent perceives the child as a developing personality with certain age, gender and personality characteristics, needs and interests. The basis of this relationship is adult respect for the child. Parents express their feelings, categoricalness and perseverance to the child, but at the same time retain the degree of freedom and independence necessary for him. The adult perceives the child as a person. Interpersonal relationships between parents and children are built on the basis of interaction and mutual understanding.
2. "Shortened distance" ("fusion").
Parental focus on the child (undesirable parenting style): the family exists for the child. Parents show constant overprotection in relation to the child. They constantly monitor the child's behavior, limit his social contacts, seek to give advice, impose communication. In this case, the parent positions are as follows:
Excessive compliance;
Inadequate understanding of the child's personality;
Treating a child like a baby (not taking into account his age characteristics);
Inability to adequately perceive the degree of social maturity and activity of the child;
Inability to lead children;
Spiritual remoteness of the father and mother from the child.
3. "Increased distance" ("alienation").
Emotional distance between parent and child (undesirable parenting style). Distance means the psychological distance of adults from children - rare and superficial contacts with a child, emotional indifference to him. Relationships between parents and children do not bring mutual satisfaction, since they are based on the orientation of adults “to find control over the child”, without understanding his individual characteristics, needs and motives of behavior.
G. Craig proposes the following classification of styles of parental behavior, identified on the basis of the ratio of two factors affecting the child in the family - parental control and parental warmth.
Authoritative parenting is a parenting behavior that is characterized by firm control over children and at the same time encouraging communication and discussion in the family circle of the rules of behavior established for the child. Parents' decisions and actions do not seem arbitrary or unfair to children, and therefore they easily agree with them. Thus, a high level of control is combined with a warm family relationship. Result: Children are excellently adapted, confident, self-control and social skills, they do well in school and have high self-esteem.
The authoritarian style of parenting is characterized by a high level of control, cold relationships with children. Parents are closed for constant communication with children; establish strict requirements and rules, do not allow their discussion; allow children to be only marginally independent of them. Result: Children tend to be withdrawn, fearful or sullen, unassuming and irritable. Girls during adolescence and adolescence usually remain passive and dependent; boys can become unruly and aggressive. Liberal style ( low level control, warm relationships) - a way of action of parents, characterized by a complete lack of control over children with good, cordial relations with them. Many liberal parents are so addicted to the demonstration of "unconditional love" that they cease to directly perform parenting functions, in particular, to impose bans on their children. Result: Children tend to indulge their weaknesses, are impulsive and often do not know how to behave in public. In some cases, they become active, determined and creative people.
The indifferent style of parental behavior is characterized by low control over the behavior of children and a lack of warmth and cordiality in relations with them. Parents, who are characterized by an indifferent style of behavior, do not set limits for their children, either due to a lack of interest and attention to children, or due to the fact that the hardships of everyday life do not leave them time and energy in raising children. If parental indifference is combined with hostility, the child is not deterred from giving free rein to his most destructive impulses and exhibiting a tendency toward deviant behavior.
Zconcluding
Comprehensive assistance in the development of a child means creating such conditions under which his physiological, emotional and intellectual needs will be satisfied sufficiently and at the required quality level. The result of such upbringing is the child's health, happiness and well-being.
Of course, the role of family education in the formation of character, attitudes, habits is not absolute - self-education plays an important role, as well as the role of out-of-family education that a person receives while living in society. But the family can expand those bright qualities of a person that are already in him, inherent in him from birth and help a person to overcome and eradicate his shortcomings and vices, and this is the great role of the family.
But I believe that the most natural and most necessary of all responsibilities of a parent is to treat a child at any age with love and attention. After all, it brings up genuine love for the child, respect for his personal dignity, the embryo of which is already in the one who has just begun to walk.
And those parents are wrong who believe that in no case should you show your children love for them, believing that when a child knows well that he is loved, this leads to spoiledness, selfishness, and selfishness. All these unfavorable personality traits just arise with a lack of love, when a certain emotional deficit is created, when the child is deprived of a solid foundation of unchanging parental affection.
It is the love of parents for a child that is the greatest and irreplaceable source of his spiritual development, character formation, self-confidence. The less warmth and affection a child receives, the slower he forms as a person. Even insufficient attention, a low frequency of communication between parents and children (hypo-care) often cause sensory hunger in children, underdevelopment of higher feelings, and infantilism of the personality. This can lead to a lag in the development of intelligence, poor school performance, and mental health problems. Since the child's mind is prone to one-sided conclusions and generalizations due to limited life experience, the child has a distorted judgment about people. The rudeness, unfriendliness, indifference towards him of the parents - the closest people give reason to believe that a stranger is capable of causing him even more trouble and grief.
FROMlist of literature
1. Andreeva T.V. Family psychology: Tutorial. - SPb .: Rech, 2005.
2. Grigorovich LA, Martsinkovskaya TD, Pedagogy and psychology: textbook. - M .: Gardariki, 2001.
3. Karabanova O.A. The psychology of family relationships and the basics of family counseling: a textbook. - M .: Gardariki, 2005.
4. Radugin A.A. Pedagogy. Textbook for higher educational institutions. - M .: Center, 2002.
5. Educational psychology: a textbook for students of higher educational institutions. Ed. N.V. Klyueva. - M .: Publishing house VLADOS-PRESS, 2003.
6. Stolyarenko A.M. Psychology and pedagogy: tutorial for universities. - M .: UNITY-DANA, 2001.
7. Fridman L.M. Psychology of Children and Adolescents: A Handbook of the Proportion of Teachers and Educators. - M .: Publishing house of the Institute of Psychotherapy, 2003.
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Aspects of mother's influence on personality development. The mother concept in science. Child development factors. Stages of development of the child's personality. Deprivations, their influence on the development of the child's personality. Formation of a conscious understanding of the role of the mother in the life of the child.
thesis, added 06/23/2015
The role of the family in raising a child. Types of family relationships. The attachment of the child to the mother. Character types of mothers. Influence of the "mother factor" on the child. The role of the family in raising a child. Types of family relationships. Character types of mothers.
scientific work, added 02.24.2007
The influence of the family on the development of the child. Styles of parenting behavior. The relationship between parents and children. The changing nature of the family. Family and stress. Single-parent families: risk factors, opportunities. Studies of family relations on the kinetic pattern of the family.
thesis, added 11/09/2008
The function of the mother from an evolutionary point of view. The content and characteristics of the relationship between mother and baby. The problem of establishing contacts between the infant and the father. Socio-psychological models of paternity. The influence of the family on early childhood development.
abstract, added 03/20/2009
Formation of parental behavior at the birth of a child; the role of the family in his personal development, the age dynamics of relationships. Love as the basis for the mental development of an infant. Building dignity and self-esteem in a child: rules for parents.
abstract, added 02/16/2011
The concept of a family in modern society. The role of the family in the life of the child and the formation of him as a person. Stages of human socialization. The influence of parental behavior on the worldview of their children. Favorable conditions for the formation of valuable personality traits.
abstract, added 08/06/2014
Features of the formation and development of the child's personality. The main functions of the family. An empirical study of the influence of the family on the formation of the personality of a preschool child. Positive impact on the personality of the child of friendly relations in the family.
term paper, added 07/03/2014
Personality development factors. Psychology of father-child relations in the historical and cultural perspective, approaches to the study of this problem. The role of the father in the formation of the child's personality, the value of a complete family. Analysis of the research results and their discussion.
thesis, added 05/14/2015
The role of the family in the development of personality, the goals of education, the tasks of the family. Types of family relationships and their role in shaping the character of children. The influence of the type of upbringing on the behavior of the child, the formation of his personality characteristics. Family education mistakes.
The family is the first environment in which the child begins to live and which he perceives. An important role is played by the social and economic status of the family, the occupation and the level of education of the parents, and the intra-family atmosphere. It is their influence, accumulating, forms the personality of the child, making him an individual.
The family plays an essential role throughout a person's life. Her family influence becomes pivotal in the child's definition and performance of family roles.
The style of family education and the values \u200b\u200badopted in the family are of great importance in the development of self-esteem.
The family can act as both a positive and a negative factor in upbringing. The positive effect on the personality of the child is that no one, except for the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, does not love him and does not care so much about him. At the same time, no other social institution can potentially do as much harm in raising children as a family can do.
Anxious mothers often have anxious children; ambitious parents often suppress their children in such a way that this leads to the appearance of an inferiority complex in them; an unrestrained father, who loses his temper at the slightest provocation, often, without knowing it, forms a similar type of behavior in his children, etc.
A baby's life is completely dependent on the adult caring for him. By the whole organization of life, the child is forced to maximum communication with an adult. The main content of communication between an adult and a child is the exchange of expressions of attention, joy, gestures, words, etc. The so-called phenomenon of “hospitalism” testifies to the decisive role of communication in mental age. R. Spitz studied the psychomotor developmental disorders of children brought up outside the family (he watched the development of children in one of the orphanages and at the same time in the nursery at the women's prison. Children from the nursery had one advantage, they were looked after by their own mothers. One-year-old children from the orphanage behaved obsessively and frightened by strangers, in nursery children the main problem was associated with their growing curiosity and enterprise). R. Spitz explained such developmental disorders by breaking contact with the biological mother. Russian psychologists and pediatricians identified the cause of hospitalism as a lack of communication, but symptoms of hospitalism can also occur during early separation (placing a child in a hospital) and even in a family.
Difficult to establish interactions with them are infants belonging to the risk group for biological, medical indicators, as well as children with a "difficult" temperament. The behavior of children at risk in the first months is characterized by the syndrome of "deficiency of key signals": they smile more late dates, there is no initiative in contact with an adult, the response is very weak, emotional and eye contact is avoided. In the first half of the year, the dominance of negative emotions and high fatigue are observed. Mothers of risk groups were also identified: depressive, with mental illness, etc.
Characteristic changes in behavior on the part of the child and on the part of the mother can lead to disturbances in interaction in the mother-infant system.
For the normal development of a child, in communication between adults and children, certain principles of communication must be developed:
1. Adopting a child, i.e. the child is accepted as he is.
2. Empathy (empathy) - an adult looks through the eyes of a child at problems, accepts his position.
3. Congruence. Assumes an adequate attitude on the part of an adult to what is happening.
Parents should love and accept the child as he is, and not for something specific ( unconditional love). It so happens that a child may not be accepted at all by parents or rejected by them (for example, a family of alcoholics). But it can also be in a prosperous family (for example, he was not long-awaited, there were difficult problems, etc.), the parents do not necessarily realize this; there are subconscious moments (for example, the mother is beautiful, and the girl is ugly and withdrawn. The child annoys her).
Studies show that during early and preschool childhood, the main factor in the formation of personality is also an adult, whose support and approval is a necessary condition for a child to be “balanced” with the environment and experience emotional well-being.
In adolescence, intimate and personal communication is very important. Trust, respect, understanding, love - what should be present in relationships with parents
There is a tendency towards independence as they prepare for an independent life and the family must adapt to this. Needing parents, their love and care, their opinion, they feel a strong desire to be independent, equal with them in rights. How the relationship will develop in this difficult period for both parties depends mainly on the parenting style that has developed in the family, and the parents' ability to rebuild - to accept the sense of adulthood of their child.
The main feature of a teenager is personal instability. Opposite traits, aspirations, tendencies coexist and fight with each other, defining the contradictory character and behavior of a growing up child.
The main difficulties in communication, conflicts arise due to parental control over behavior, the teenager's studies, his choice of friends, etc. extreme, most unfavorable cases for the development of the child - hard, total control with an authoritarian upbringing and an almost complete lack of control, when a teenager is left on his own, neglected.
How well this mutual adaptation of parents and maturing children takes place largely depends on the style of parental behavior and family dynamics. Most families successfully cope with this transition by redefining roles while maintaining cohesion, flexibility and open communication. As the role of seven diminishes, the role of peers and significant others increases. The emotional support that teens receive from them is extremely important for the development of social skills.
Friendship and relationships with peers are becoming a “dear life” for adolescents. First, friends are chosen among their own kind and those who share their values. In adolescence, friendships are built on appearance and status. In adolescence - a more serious choice that reflects the values \u200b\u200bof the individual. Erickson considered the formation of ego identity to be the main task of adolescence. James Marcia modified Eric Erikosna's theory and identified 4 stages of identity formation through which boys and girls can go in the process of developing their identity:
1. the status of a foregone conclusion - bound themselves with obligations, but the identity crisis did not pass;
2. diffusion status - they have not gone through the crisis and have not been bound by any obligations;
3. the status of a moratorium - they have gone through a crisis and are trying to decide on themselves and the future;
4. identity achievement status - successfully passed the crisis and independently assumed obligations.
Identity status is influenced by various factors, including social expectations, self-image, and stress responses.
A mature person is a person who has gone through a crisis, developed his own views that help to move away from the family a little and do his own work.
Every family objectively develops a certain, far from always conscious, upbringing system. Here we mean an understanding of the goals of education, and the formulation of its tasks, and more or less purposeful application of methods and techniques of education, taking into account what can and cannot be allowed in relation to the child. There are 4 tactics of education:
1. Dictate - suppression of behavior by some family members (mainly adults), initiative and self-esteem among other family members. Parents must make demands on their child, based on the goals of upbringing, moral norms, etc. However, parental violence meets the resistance of the child, who responds to coercion and threats with their countermeasures: hypocrisy, deception, outbursts of rudeness, and sometimes outright hatred. But even if the resistance is broken, along with it many valuable personality traits are broken: independence, self-esteem, initiative, faith in oneself and in one's capabilities.
2. Guardianship - parents, providing all the needs of the child, protect him from any worries and efforts. At the center of upbringing is meeting the needs of the child and protecting him from difficulties. Parents "block" the process of serious preparation of their children to face reality beyond the threshold of their home. Such children turn out to be more unadapted to life in a team. They begin to rebel against over-parenting. Result: lack of independence, initiative.
3. "non-interference" - is based on the recognition of the possibility and even expediency of the independent existence of adults from children. Two worlds coexist: adults and children, and neither one nor the other should cross the line outlined in this way.
4. Collaboration - the mediation of interpersonal relations in the family by the common goals and objectives of joint activity, its organization and high moral values. It is in this situation that the child's egoistic individualism is overcome. The family, where the leading type of relationship is cooperation, acquires a special quality, becomes a group of a high level of development - a team.
There are also 3 styles of family education:
1. Democratic - first of all, the interests of the child are taken into account. Consent style.
3. Permissive - the child is left to himself. A preschooler sees himself through the eyes of close adults raising him.
Specific conditions for upbringing develop in the so-called single-parent familywhere one of the parents is missing. Boys are much more acute than girls in their perception of the absence of a father in the family; without fathers, they are often cocky and restless.
Family breakdown has a negative impact on the relationship between parents and children, especially between mothers and sons. Due to the fact that parents themselves experience imbalance, they usually lack the strength to help children cope with the problems that have arisen just at that moment in life, when they especially need their love and support.
After the parents divorced, boys often become uncontrollable, lose self-control, and at the same time exhibit increased anxiety. These characteristic features of behavior are especially noticeable during the first months of life after divorce, and by two years after it they have smoothed out. The same pattern, but with less pronounced negative symptoms, is observed in the behavior of girls after their parents divorced.
